UNIVERSITY  OF 
ILLINOIS  LIBRARY 
AT  URBANA-CHAMPA1GN 

STACKS 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/details/universitystatea00joyn_0 


IV  39 


>f,v  • • • * ■-  ^ 


ducation 


^n.a 


fhe  University  and  the  State 


'P^Ay> 


An  Address  before  the 
University  of  Tennessee 
June  14,  1898 


By  Edward  S*  Joynes 

Of  South  Carolina  College 
Formerly  Professor  of  the  University  of  Tennessee 


Knoxville 

University  of  Tennessee  Press 
1898 


At  a meeting  on  the  afternoon  of  June  14th,  1898,  the  Board  of  Trus- 
tees of  the  University  of  Tennessee  adopted  the  following  resolution: 

Resolved,  That  the  thanks  of  the  Board  of  Trustees  of  the  University 
of  Tennessee  are  hereby  most  sincerely  and  cordially  extended  to  Dr. 
Edward  S.  Joynes  for  his  able  and  eloquent  address  this  day  delivered 
before  the  University;  and  that  the  secretary  forward  to  him  a copy  of 
this  resolution,  with  the  request  that  the  address  be  forwarded  to  this 
Board  for  publication. 

EDWARD  S.  JOYNES,  born  in  Virginia,  1834.  M.  A.  University  Vir- 
ginia, 1853.  LE.  D.  William  and  Mary  College,  Virginia,  1878.  As- 
sistant Professor  Ancient  Languages,  University  Virginia,  1853-56. 
Student  University  Berlin,  Germany,  1856-58.  Professor  Greek  and 
German,  William  and  Mary  College,  Virginia,  1858-66.  Professor 
Modern  Languages  and  English,  Washington  and  Lee  University, 
1866-75.  Professor  Modern  Languages  and  English,  Vanderbilt 
University,  1875-78.  Professor  University  of  Tennessee,  English  and 
Belles  Lettres,  1878-80.  Professor  Modern  and  English  Languages 
and  Literature,  1880-82.  Professor  South  Carolina  College,  1882-88. 
Professor  Modern  Languages,  1888. — Author  or  editor  of  well- 
known  text-books  for  modern  language  study;  among  these:  Classic 
French  Plays  (Corneille,  Moliere,  Racine);  Minimum  French  Gram- 
mar and  Reader;  Schiller’s  Maria  Stuart,  etc.  (H.  Holt  & Co.,  New 
York);  Joynes-Meissner  German  Grammar;  German  Reader;  French 
Fairy  Tales,  etc.  (D.  C.  Heath  & Co.,  Boston).  Also  writer  or 
lecturer  on  various  educational  topics. 

Dr.  Joynes  has  always  been  a zealous  promoter  of  public  education 
in  all  its  grades — especially  of  the  idea  of  State  education  from  the  pri- 
mary school  to  the  University.  With  the  late  Leon  Trousdale  he  organ- 
ized and  conducted  (1878-80)  a series  of  Teachers’  Institutes  in  Tennes- 
see, and  was  active  in  organizing  the  State  Institutes  at  the  University  of 
Tennessee.  This  fact  explains  some  of  the  allusions  in  this  address.  He 
has  been  equally  conspicuous  in  like  work  in  South  Carolina,  and  is  one 
of  the  founders  and  trustees  of  the  Winthrop  Normal  and  Industrial  Col- 
lege for  Women  at  Rock  Hill,  S.  C. 


THE  UNIVERSITY  AND  THE  STATE. 


Mr.  President,  Trustees,  Officers,  and  Students  of  the  Univer- 
sity; Ladies  and  Gentlemen — Old  Friends  and  New: 

It  is  with  no  ordinary  pleasure  that  I meet  you  to-day.  The 
invitation  of  the  President  and  Faculty  to  address  you  on  this 
occasion  was  more  than  a compliment — more  than  any  such 
compliment  could  have  been.  It  was  felt  as  a recognition  of 
former  service,  and  an  expression  of  continued  confidence — as 
the  voice  of  old  friendship  and  obligation,  summoning  me  to 
renewed  acknowledgment  of  duty.  All  this,  and  more,  gave 
emphasis  to  your  call  and  made  me  feel  that  no  slight  hindrance 
should  prevent  my  acceptance.  Hence  I have  come,  in  spite  of 
conflicting  engagements,  as  friend  hearkens  to  the  voice  of 
friend,  or  as  a son  obeys  the  call  of  an  absent  mother.  I can 
never  forget  my  obligations  to  this  University.  I can  never 
forget  the  circumstances  under  which  I first  came  to  Knoxville 
to  address  the  Literary  Societies  at  the  Commencement  of  1878, 
just  twenty  years  ago.  That  visit  resulted,  most  unexpectedly, 
yet  for  me  most  fortunately,  in  my  call  to  a chair  in  this  Faculty. 
That  call  too — I felt  it  deeply  then,  I have  felt  it  ever  since — was 
more  than  a compliment ; it  was  a vote  of  confidence,  doubly  gen- 
erous, and  doubly  gratifying,  at  that  time.  That  this  reflection 
doubly  stimulated  my  zeal  in  the  service  of  the  University,  it 
might  be  vain  now  to  say ; but  it'  is  true.  I felt  it  then ; I feel  it 
now ; I can  never  repay  that  debt.  I would  not.  Let  it  live,  so 
long  as  I live,  in  the  perpetual  sentiment  of  gratitude  and  obli- 
gation. I am  thankful  to  be  here  today,  and  to  testify,  by  this 
service,  my  unbroken  love  and  loyalty  to  this  University. 

And  the  pleasure  with  which,  for  such  reasons,  I received 
and  accepted  your  invitation  is  doubled  now  by  the  pleasure  I 
feel  in  the  renewed  greeting  of  old  scenes  and  associations.  I 
need  not  speak  of  the  joyful  meeting  with  old  friends,  along  with 
the  melancholy  pleasure  of  remembering  those  who  are  not;  of 
the  growth  of  your  city,  queen  of  hill  and  valley,  beautiful  for 
situation,  center  of  wealth,  of  industry,  of  education  and  of  cul- 
ture, so  wonderfully  advanced  in  these  twenty  years ; of  the 
lovely  view,  more  beautiful  than  ever,  from  this  sun-crowned  hill, 


4 


The  University  and  The  State 


over  verdant  vale  and  hazy  mountain  and  winding  river  and  busy 
town,  in  which  my  eye  once  daily  delighted,  and  since  has  seen 
none  fairer : — all  this  gives  pleasure  to  every  one  who  after  the 
lapse  of  years  revisits  these  scenes.  But  to  me  the  greatest  pleas- 
ure of  all  is  what  I see  upon  this  hill,  and  the  contrast  in  my 
memory  with  what  stood  here  twenty  years  ago.  You,  my 
friends,  who  day  after  day,  year  after  year,  have  witnessed  the 
gradual  yet  rapid  growth  of  this  University,  cannot  comprehend 
these  changes  as  I do  who  visit  it  after  an  interval  of  years.  It 
is  like  looking  at  one  moment  on  the  picture  of  a child,  at  the 
next  on  that  of  a stalwart  youth,  bearing  on  eye,  brow,  and  body 
the  vigorous  stamp  of  coming  manhood.  What  has  been 
wrought  here,  mainly  in  the  last  ten  years,  is  indeed  marvelous — 
marvelous,  my  friends,  and  prophetic,  too.  And  you,  who 
rightly  and  proudly  rejoice  in  this  progress  may  imagine  the 
pleasure  of  one  who,  after  intervening  years,  sees  herein  not  only 
the  fruit  of  the  wisdom  and  labor  of  others,  but  the  realized  vis- 
ion of  his  own  dreams — the  substance  of  things  hoped  for,  and 
worked  for,  in  “the  day  of  small  things,”  by  himself  with  others. 
There  are  those  here  present  who  know  that  this  is  no  idle  boast, 
that  I,  as  I stand  before  you  to-day,  may  not  only  admire 
what  has  been  wrought,  but  thankfully,  as  a fellow-laborer,  may 
rejoice  with  those  who  have  accomplished  the  work.  And  so  I 
do  rejoice,  with  exceeding  great  joy. 

If  I desired,  my  friends,  to  exhibit  in  the  most  striking  way 
what  has  been  done  under  the  present  administration  of  the  Uni- 
versity, I should  need  only  to  describe  to  you  accurately,  as  I 
could  do,  the  conditions  which  existed  during  my  residence  here 
from  1878  to  1882.  But  this  I will  not  attempt.  Indeed,  I could 
not  exhibit  this  contrast  without  seeming  to  disparage  that 
period;  and  this  would  be  unjust,  and  from  me  most  unkind.  The 
Faculty  then,  as  now,  was  composed  of  worthy  and  noble  men,  of 
ample  scholarship  and  ability,  who  worked  intelligently  and  zeal- 
ously for  the  good  of  the  University  and  of  the  State.  But  they 
were  controlled  by  the  inexorable  conditions  of  the  times,  and 
they  failed  of  the  best  results  only  because  the  hour  had  not  yet 
come.  From  the  venerable  and  pious  president,  whose  soul 
was  aflame  with  love  to  God  and  to  duty,  down  to  the  humblest 
tutor,  I can  remember  nothing  but  loyal  fidelity;  and,  though 
often  with  much  conflict  of  opinion  and  policy,  there  was  always 


An  Address  by  Edward  S.  Joynes 


5 


hearty  co-operation  in  work  and  service.  To  all  who  were  with 
me  then,  and  to  the  memory  of  those  who  no  longer  answer  the 
call  of  duty  on  earth — of  the  eloquent  and  devoted  President 
Humes,  to  whom  a just  and  noble  tribute  was  recently  paid  on 
your  late  “University  Day of  the  learned,  luminous  and  gentle 
Kirkpatrick ; of  the  brilliant  and  versatile  Lockett,  whose  genius 
and  character  had  been  ripened  in  manifold  service  under  many 
climes ; of  the  gifted  and  gracious  McAdoo,  finest  type  of  the 
Southern  gentleman  of  the  ancient  regime;  to  the  memory  of  all 
these  I bow  my  head  in  affectionate  remembrance.  And  to  the 
living,  some  of  whom  are  to-day  within  the  sound  of  my  voice,  I 
send  the  greeting  of  old  fellowship  and  friendship,  never  to  be 
forgotten.  In  the  hearts  of  us  all,  I believe,  there  remain  the 
warmest  mutual  sentiments,  and  the  kindest  memories  of  auld 
lang  syne. 

But  I may  not  indulge  these  reminiscences,  interesting  as 
they  might  be.  When  I turn  from  them  to  behold  the  condi- 
tions now  surrounding  us,  I am  amazed  and  delighted  at  the 
progress  that  has  been  made  since  those  times.  When  I see  these 
new  and  beautiful  buildings ; this  improved  equipment,  especially 
in  the  appliances  to  meet  the  “leading  objects”  of  the  University 
as  now  endowed;  these  numerous  and  diversified  courses  of 
study;  this  enlarged  faculty  of  able  teachers;  these  thronging 
students  from  all  parts  of  Tennessee  and  from  beyond  her  bor- 
ders; and  still  more,  when  I see  what  is  doing,  or  only  just 
begun,  in  the  large  plans  outlined  for  future  accomplishment,  I 
cannot  but  recognize  such  proofs  of  ability,  zeal  and  good  for- 
tune in  the  management  of  the  University  as  are  the  pledge  of  its 
still  larger  success  and  growth  hereafter.  No  man,  comparing 
the  conditions  of  twenty  or  even  of  ten  years  ago  with  what  now 
exists  here,  could  deny  to  the  Trustees  or  Faculty  the  amplest 
tribute  of  recognition  and  eulogy — still  less  to  that  gifted  and  far 
sighted  young  President,  modest  bearer  of  a consecrated  name — 
who  to  the  learning  of  the  schools  and  of  experience  adds  in  rare 
combination  the  judgment  and  tact  of  the  man  of  affairs  and  the 
gift  of  leading  and  inspiration.  To  these,  one  and  all,  honor  and 
thanks.  But,  my  friends,  when  I look  upon  this  picture  of 
growth,  progress  and  purpose,  I cannot  resist  the  conviction  that 
beyond  and  beneath  all  visible  causes — beneath  the  wisdom  of 
the  Trustees,  the  ability  of  the  Faculty,  and  the  skillful  guidance 


6 


The  University  and  The  State 


of  the  President,  lay  the  deep  groundswell  of  the  heart  of  the 
people,  saying  unconsciously  to  themselves:  “We  must  have  a 
State  University;”  that  here  in  happy  conjunction  had  come  not 
only  the  man  but  the  hour,  to  work  together  the  providence  of 
God ; and  that  the  creative  spirit,  dimly  felt  by  some  of  us  twenty 
years  ago,  has  moved  upon  the  face  of  the  waters,  saying  “Let 
there  be  light  in  Tennessee :”  Twenty  years  ago  next  winter, 
the  legislators  of  Tennessee  said:  “Go  to;  let  us  make  to  our- 
selves a State  University;”  and  they  voted  the  enactment,  and 
then — rested  from  their  labors.  The  man-child  then  born  has 
not  felt  the  touch  of  the  maternal  breast,  but  has  lived  and 
grown,  neglected  and  alone,  save  for  the  generous  foster-nursing 
of  the  United  States  Treasury.  But  the  people,  wiser  than  their 
legislators,  have  felt  the  need  of  a University  worthy  of  their  cit- 
izenship. So  they  have  turned  their  eyes  to  this  institution  and 
have  given  it  their  support  and  sought  its  advantages.  The 
authorities  of  the  University,  instinct  with  the  like  spirit,  have  in 
spite  of  limited  resources  sought  to  enlarge  its  benefits  and 
attractions,  for  the  good  of  the  State.  And  so  the  people  have 
sustained  the  University,  and  the  University  has  sustained  the 
people,  in  mutual  service  and  support;  and  thus  in  spite  of  the 
step-motherly  neglect  of  the  mother  State,  the  unconscious  but 
imperative  demand  of  the  people  has  built,  and  is  building,  on 
this  hill,  a University  for  Tennessee.  What  greater  proof  could 
be  given  of  the  need  of  the  hour?  What  more  eloquent  appeal 
to  the  wise  beneficence  of  the  State?  What  more  emphatic 
warning,  that  the  State  should  no  longer  neglect  the  want  and 
the  demand  of  the  people? 

I should  insult  the  intelligence  of  this  audience  if  I should 
1 attempt  any  formal  argument  upon  the  benefits  or  the  necessity 
of  the  higher  education  in  this  age  of  the  world.  Equally  so  if  I 
should  undertake  to  set  forth  the  duty  or  the  policy  of  public 
education  by  the  State.  That  duty  rests  upon  the  deepest  foun- 
dations, and  is  confirmed  by  the  highest  sanctions  of  Statehood 
itself;  as  the  policy  is  confirmed  by  the  practice  and  experience 
of  every  civilized  State  in  the  world.  The  argument  for  the 
higher  education  is  the  same  as  for  the  lower — the  same,  none 
other  and  no  less ; and  that  is,  the  security  and  welfare  of  the 
State  by  the  training  of  its  citizenship — a proposition  which,  now 
as  broad  as  civilization  itself,  becomes  tenfold  stronger  and 


An  Address  by  Edward  S.  Joynes 


7 


clearer  under  democratic  institutions.  In  an  inchoate  state,  or 
in  a primitive  society,  the  argument  is  at  first,  naturally,  in  favoi 
of  primary  education ; for  the  foundations  must  first  be  laid.  But 
the  time  for  that  argument  has  long  passed  in  the  American 
States.  For  the  finished  structure,  in  our  advanced  civilization, 
the  roof  is  as  essential  as  the  foundation,  and  the  higher  educa- 
tion has  long  since  become  as  important  as  the  lower,  in  all 
States  like  Tennessee.  A State  now  providing  for  common 
schools,  without  university  education,  would  be  guilty  at  least 
of  anachronism,  if  not  of  absurdity;  for  the  higher  functions  of 
citizenship  are  now  as  essential  to  the  very  existence  of  society 
as  the  lower.  Indeed,  the  two  are  essentially  correlated  and 
interdependent;  each  is  fed,  sustained  and  supported  by  the 
other.  As  in  life,  so  in  the  schools.  Society  is  an  essential  unit. 
And  so  with  all  the  grades  of  education.  So,  too,  in  all  the 
economy  of  nature.  The  light  that  comes  from  above  is  as  nec- 
essary to  the  growth  of  plant-life  as  is  the  soil  below,  and  the 
very  moisture  which  refreshes  the  roots  is  the  gift  of  the  gracious 
rain  that  distils  from  heaven.  Indeed,  in  education  especially, 
it  may  be  noted  that  the  impulse  and  productive  force  come  most 
largely  from  above.  Here  demand  does  not  create  supply,  but 
rather  supply  creates  demand.  It  is  from  the  educated  mind  that 
come  the  wise  designs  for  the  uplifting  of  the  poor  and  ignorant, 
and  from  the  higher  education  that  are  derived  the  chief  support, 
inspiration  and  guidance  of  the  common  schools.  In  fact,  the 
status  of  popular  education  in  any  State  may  be  guaged  mainly 
by  its  institutions  of  higher  education,  and  those  States  most  dis- 
tinguished for  general  intelligence  are  also  the  most  illustrious 
in  the  higher  scholarship.  Indeed,  historically,  the  higher  edu- 
cation has  preceded  and  produced  the  lower.  In  Europe  at 
large,  in  France,  Italy,  England,  Germany,  the  first  movement  of 
culture  was  the  creation  of  great  universities,  from  which  broke 
the  light  that. has  illuminated  the  modern  world;  and  in  many  of 
the  American  States,  most  notably  in  the  South,  universities  and 
colleges  have  preceded,  and  first  made  possible,  the  establish- 
ment of  common  schools.  In  the  world  of  intellect,  as  of  nature, 
the  source  of  light  and  heat  is  in  the  heavens  above ; and  towards 
the  sun,  upwards,  all  nature  turns  and  grows. 

I have  said  that  the  policy  of  the  higher  education  is  confirmed 
by  the  experience  of  all  civilized  States.  To  show  this  would  be 


8 


The  University  and  the  State 


j 


only  to  recite  the  commonplaces  of  history.  During  the  terrible 
struggle  of  the  Netherlands  against  Spain  in  the  16th  century,  the 
city  of  Leyden  underwent  indescribable  sufferings  and  sacrifices, 
which  were  borne  with  unsurpassed  heroism.  At  the  close  of 
the  war  the  Prince  of  Orange,  desiring  to  confer  upon  the  city 
some  memorial  of  public  gratitude,  offered  perpetual  exemption 
from  certain  taxes,  or  the  foundation  of  a university.  This  peo- 
ple, who  had  been  reduced  by  the  war  to  utter  poverty,  nobly 
chose  the  University;  and  the  glory  which  this  University  has 
since  conferred  upon  their  city  has  fully  vindicated  their  choice. 
In  the  year  1809,  just  three  years  after  the  disastrous  battle  of 
Jena,  in  the  very  agony  of  national  humiliation  and  dismember- 
ment, Prussia  founded  the  University  of  Berlin,  now  the  greatest 
in  the  world.  The  King,  Frederick  William  III,  who  had  then 
hardly  a throne  left  large  enough  to  sit  upon,  writes  to  his  min- 
isters : “Although  we  have  lost  territory,  power  and  prestige,  we 
must  strive  to  regain  what  we  have  lost  by  acquiring  intellectual 
and  moral  power;  and  therefore  it  is  my  earnest  desire  and  will 
to  rehabilitate  the  nation  by  devoting  a more  earnest  attention 
to  the  education  of  the  people” — a kingly  sentiment,  worthy  of 
the  father  of  emperors  yet  to  be ; and  along  with  the  foundation 
of  the  most  perfect  system  of  popular  education  ever  known,  goes 
pari  passu  the  development  of  that  great  system  of  higher  educa- 
tion through  her  universities  and  technical  schools,  which  has 
made  Germany  the  schoolmistress  of  the  world  and  given  her 
the  intellectual,  industrial,  and  military  leadership  of  the  Euro- 
pean Continent.  It  has  been  truly  said,  it  was  the  education  of 
Germany  that  conquered  France.  This  same  education,  trans- 
ferred to  her  factories  and  workshops,  has  given  to  German  man- 
ufacture and  trade  in  the  last  thirty  years  a growth  unparalleled 
in  the  history  of  industry,  and  made  the  label  “Made  in  Ger- 
many” the  terror  of  all  competitors.  By  the  same  magic  of 
superior  education,  little  Japan  walks  over  the  prostrate  Colossus 
of  China,  and  challenges  her  own  place  among  the  nations  and 
powers  of  the  civilized  world.  Warned  by  costly  experience, 
France  seeks  rehabilitation  by  the  better  education  of  her  peo- 
ple, and  is  at  this  day  engaged  in  the  re-establishment  of  her 
ancient  universities,  dismantled  by  Bonaparte.  All  nations  now 
recognize  educated  intelligence  as  the  surest  guarantee  of  prog- 
ress and  of  power. 


An  Address  by  Edward  S.  Joynes 


9 


When  we  follow  “westward  the  course  of  empire”  the  lesson 
becomes  still  more  striking  and  interesting  for  us.  A great 
national  university  was  among  the  cherished  dreams  of  Wash- 
ington— a plan  which  even  now  seems  to  be  recovering  the  im- 
portance it  had  in  his  great  mind.  The  like  zeal  for  the  public 
provision  of  higher  education  was  felt  by  other  fathers  of  the 
republic ; and  it  has  marked  most  conspicuously  the  Acts  of  Con- 
gress in  the  admission  of  new  States  into  the  Union.  So  that 
from  the  first,  it  may  be  truly  said,  that  public  education  has  been 
among  the  recognized  principles  of  our  great  republic.  When 
we  come  to  the  several  States  and  sections  of  the  Union,  it  may 
be  asserted  that  their  prosperity,  prominence  and  influence  have 
been  in  direct  ratio  to  their  provision  for  higher  education.  To 
what  extent  Harvard,  Yale,  Dartmouth,  Amherst  and  other 
great  colleges  of  New  England  have  contributed  to  the  domina- 
tion of  New  England  ideas  all  over  the  great  North  and  North- 
west, and  to  their  ultimate  predominance  in  the  great  industrial 
and  political  struggles  of  the  country,  can  not  be  computed. 
Suffice  it  to  say,  these  schools  educated  New  England,  and  New 
England  has  largely  educated  the  nation.  The  influences  of 
William  and  Mary,  of  the  University  of  Virginia,  and  of  South 
Carolina  College  are  inseparable  from  the  intellectual  and  politi- 
cal primacy  of  Virginia  and  South  Carolina  in  the  South,  down 
to  the  war.  Coming  to  more  recent  history,  we  find  that  the 
newer  States  most  highly  distinguished  for  wealth,  prosperity 
and  progress  are  those  which  have  provided  most  liberally  for 
their  great  State  Universities.  In  a paper  by  President  Draper 
of  the  University  of  Illinois,  in  the  Educational  Review  for  April, 
1897,  on  “State  Universities  in  the  Middle  West,”  are  given 
most  striking  statistics  on  this  subject,  which  I can  here  only 
refer  to ; but  they  are  full  of  instruction.  (1).  And  in  the  more 

(1).  President  Draper’s  paper  includes  the  States  of  Ohio,  Indiana, 
Illinois,  Michigan,  Wisconsin,  Iowa,  Minnesota,  Missouri,  Kansas  and 
Nebraska.  He  says:  “In  1895-96  legislative  appropriations  for  running 
expenses  were,  in  Indiana;  $60,000;  Wisconsin,  $118,000;  Kansas,  $100,- 
000;  Illinois,  $90,000;  Minnesota,  $254,000.  In  the  same  year  for  new 
buildings,  Wisconsin  gave  $60,000,  besides  providing  for  a new  State 
library  on  the  University  grounds  to  cost  $360,000.  Illinois  gave  her 
University  $243,000;  Nebraska  $73,000;  Minnesota  $223,000,  for  the  same 
purpose. 

“In  a number  of  these  States  the  income  of  the  University,  provided 
by  the  States,  is  in  large  part  derived  from  a fixed  State  tax.  This  is  not 


10 


The  University  and  the  State 


recent  “Memorial  of  the  Johns  Hopkins  University  to  the  Legis- 
lature of  Maryland,”  I find  a still  more  comprehensive  grouping 
of  facts  relating  to  higher  education  in  America.  (2). 

And  as  further  proof  of  the  vitality  and  growing  power  of 
such  institutions,  I read,  in  the  address  of  President  Adams,  of 
the  University  of  Wisconsin,  before  the  Johns  Hopkins  Univer- 
sity, February  22,  1898,  that  while  from  1885  to  1895  the  increase 
of  students  in  the  ten  great  representative  colleges  of  New  Eng- 
land was  20  per  cent.,  and  in  ten  representative  denominational 
colleges  of  the  North  Central  States  was  14  1-4  per  cent.,  the 
increase  in  ten  representative  State  Universities  was  no  less  than 
320  per  cent.  What  stronger  proof  could  be  given,  on  the  one 
hand  that  the  growth  of  higher  education  is  at  once  an  index  and 
a motive  power  of  public  progress ; and  on  the  other  that  the 
principle  of  State  education,  in  universities  endowed  and  sus- 
tained by  the  State,  is  destined  to  become  more  and  more  the 
type  of  the  higher  education  in  the  great  American  Republic.  (3). 


included  in  the  foregoing  figures.  From  this  source  the  State  University 
in  Indiana  received  last  year  $80,000;  Michigan,  $188,000;  Wisconsin, 
$225,000;  Ohio,  $175,000;  Nebraska,  $75,000. 

None  of  these  figures  include  the  income  from  endowment  or  the 
later  Federal  grants. 

(2).  Among  the  younger  State  Universities,  this  memorial  gives  the 
total  annual  income  for  1897,  of  the  following:  Michigan,  $421,635;  Wis- 
consin, $400,000;  Illinois,  $399,429;  California,  $389,186;  Ohio,  $349,370 
Far  larger  are  the  incomes  of  many  of  the  older  colleges  and  Univer- 
sities therewith  cited.  These  statistics  are  taken  from  the  World  Almanac 
for  1898.  In  the  same  list  the  total  income  of  the  University  of  Tennes- 
see is  stated  at  $68,231 — from  benefactions,  none! 

Note — Since  this  was  written  the  Legislature  of  Maryland  has  voted 
to  the  Johns  Hopkins  University  an  annual  appropriation  of  $50,000  for 
two  years  without  conditions — doubtless  the  beginning  of  a permanent 
policy.  On  this  the  Educational  Review  for  May  1898  remarks:  “It 
would  be  an  excellent  policy  if  the  State  of  Maryland  would  constitute  the 
Johns  Hopkins  its  State  University  * * * and  lead  the  way  in  teaching 
the  commonwealths  of  the  North  and  East  a lesson  they  have  not  yet 
learned — the  stimulating  and  democratizing  effect  of  a State  university 
holding  organic  relations  to  the  public  school  system.” 

How  much  stronger  is  the  claim  of  her  own  historic  University  upon 
Tennessee! 

(3).  “During  the  last  few  years  the  development  in  this  country  of  sec- 
ondary education  at  the  public  expense  has  been  little  short  of  marvelous. 
From  1890-96,  while  the  number  of  students  in  private  secondary  schools 
increased  12  per  cent.,  or  from  95,000  to  107,000,  the  number  of  students  • 
in  public  secondary  schools  increased  *87  per  cent,  or  from  203,000  to 
380,000.  Nor  is  this  all:  since  1893-94  the  number  of  students  in  private 
secondary  schools  has  been  steadily  decreasing.  These  facts  are  an  elo- 
quent witness  to  the  growth  of  the  spirit  of  democracy  in  education,  and 


An  Address  by  Edward  S.  Joynes 


11 


It  is  needless  to  prolong  argument,  or  to  multiply  statistics  when 
the  whole  horizon,  far  and  near,  is  ablaze  with  such  light. 

In  this  glorious  procession  of  States — in  this  forward  march 
of  intelligence — in  this  victorious  advance  against  the  powers  of 
darkness,  where  stands  Tennessee?  What  rank,  in  this  swelling 
army  of  human  progress,  belongs  to  this  great  State,  which  has 
just  completed  her  first  century,  and  now,  strong  in  matured 
strength  yet  still  young  in  hope  and  ambition,  enters  upon  the 
century,  and  the  centuries  to  come?  One  year  ago,  at  the  end 
of  her  first  hundred  years  of  statehood,  Tennessee  invited  the 
world  to  behold  the  glory  of  her  achievements  and  of  her 
resources.  On  a hilltop  near  her  beautiful  capital  she  displayed 
her  treasures — the  treasures  of  her  fields  and  forests  and  mines ; 
of  her  rivers,  her  railroads,  her  factories ; of  her  skilled  labor  and 
her  handiwork  in  every  department  of  useful  and  beautiful  pro- 
duction ; of  her  genius  in  science  and  in  art ; of  her  strong  and 
patriotic  manhood,  and  her  gifted  and  beautiful  womanhood — 
all  these  gathered  from  every  section  of  the  State,  and  centered 
around  her  splendid  capital  city,  with  all  its  wealth,  and  culture 
and  social  charm.  To  shelter  and  exhibit  these  treasures,  were 
built  edifices  of  grandeur  and  beauty  which  rose,  almost  in  a 
day,  like  fairy  palaces  beneath  the  enchanter’s  hand — a vision 
and  a dream  of  beauty.  And  to  her  sister  States  and  to  the  world 
she  said:  “Come  and  behold  Tennessee!  Behold  what  she  hath 
wrought  in  one  century  of  Statehood!”  And  the  people  came, 
and  marvelled ; and  everywhere  was  spread  abroad  the  wondrous 
tale  of  the  greatness  and  glory  of  this  fortunate  and  proud  State. 
Wonderful  Exposition!  Wonderful  exhibition,  indeed,  of 
resources  and  of  power!  A glorious  event — an  epoch,  in  the 
history  of  Tennessee,  never  to  be  forgotten  for  its  memories  or 
its  lessons ! 

What  did  this  Exposition  mean,  my  friends,  and  what  does  it 
teach?  Was  it  merely  an  empty  boast — an  idle  pageant,  to  pass 
away  like  the  unsubstantial  fabric  of  a dream?  Can  Tennessee 
forget  that  here,  in  the  eyes  of  all  the  world,  she  gave  a challenge 
to  destiny?  Can  the  State,  which  in  one  century  has  accom- 

they  are  a conclusive  answer  to  those  curiously  inept  critics  who  insist 
that  it  is  un-American  to  provide  other  than  elementary  education  at 
public  expense.” — Nicholas  Murray  Butler,  Educational  Review,  June, 
1898. 


12 


The  University  and  The  State 


plished  so  much,  confront  the  coming  century  in  vain  reliance 
upon  the  pride  of  the  past,  or  permit  the  future  to  fall  behind  the 
pledge  she  has  thus  given  to  the  world?  To  whom  much  is 
given,  of  him — it  is  true  of  States  as  well  as  of  individuals — much 
will  be  required;  and  Tennessee  has  put  herself  under  heavy 
bonds ! 

Besides,  consider  some  of  the  obvious  lessons  of  the  Exposi- 
tion itself.  In  the  great  display  there  made  actually,  and  through 
every  form  of  widely  circulated  statistics,  how  much  of  the  vast 
aggregate  represents  resources  as  yet  undeveloped  and  potential 
merely,  or  else  developed  only  in  part,  or  mainly  by  foreign  intel- 
ligence, industry  and  capital?  What  proportion  of  her  fertile 
fields  yet  languish  for  lack  of  skilled  agriculture?  How  much  of 
her  magnificent  water  power  yet  flows  to  the  sea,  or  ripples  from 
her  great  mountains,  unused  by  human  industry,  with  no  mur-' 
mur  of  busy  life  on  its  banks?  To  what  extent  is  her  mineral 
wealth,  or  her  vast  forestry,  still  undeveloped  or  even  unex- 
plored? Or  how  far  are  her  actual  factories,  foundries,  railroads 
and  other  great  industries  dependent  on  capital  and  skilled  labor 
from  abroad,  or  owned  or  directed  by  foreign  corporations? 
How  far,  in  these  manifold  forms  of  imported  industry  or  capital, 
is  Tennessee  to-day  paying  tribute  to  the  superior  intelligence 
and  wealth  of  other  communities  not  more  fortunate,  but  wiser, 
than  herself?  It  is  well  that  outside  labor,  skill  and  wealth 
should  be  attracted  to  Tennessee;  but  it  were  better  if  her  own 
people  were  educated  to  manage  and  develop  her  vast  resources, 
and  to  enrich  themselves  and  their  own  children  by  her  hidden 
wealth ; and  this  education,  on  the  largest  scale,  would  actually 
cost  the  State  less  than  the  heavy  tax  now  paid  abroad.  Look, 
too,  at  that  frightful  record  of  illiteracy  in  Tennessee,  which  also, 
alas ! is  known  all  over  the  world.  What  attraction  is  there  for 
the  best  immigration,  outside  of  your  cities  and  towns  and  a few 
favored  counties  in  a State  so  largely  lacking  in  good  rural 
schools  or  in  the  advantages  of  an  educated  rural  society?  No 
wonder  that  every  ambitious  youth  or  every  man  jealous  for  the 
welfare  of  his  children,  tries  to  leave  the  country  for  the  town, 
while  the  country  suffers  more  and  more  from  the  loss.  My 
friends,  the  Centennial  Exposition,  which  attracted  the  eyes  of 
all  the  world  to  Tennessee,  has  made  these  facts,  too,  all  the 


An  Address  by  Edward  S.  Joynes 


13 


more  widely  known.  What  use  is  Tennessee  going  to  make  of 
the  great  object  lesson  she  has  given  to  the  country  and  to 
herself? 

The  need  for  high  training,  in  every  branch  of  production  or 
of  industry,  is  greatly  intensified  in  this  age.  In  former  times 
natural  conditions  most  largely  determined  results.  Natural 
advantages  of  climate,  soil,  location  gave  preeminence  to  favored 
regions.  But  in  these  days  distance  and  time  are  almost  anni- 
hilated, and  the  progress  of  invention  has  nearly  neutralized  local 
advantages.  All  the  world  is  now  one  market,  almost  equally 
accessible  to  all.  The  area  of  competition  is  immensely  ex- 
tended, and  its  conditions  more  nearly  equalized.  Not  natural 
advantages,  but  superiority  in  intelligence  and  skill,  will  hence- 
forth determine  the  pre-eminence  of  nations  and  of  States.  More- 
over, the  invention  of  machinery,  and  its  application  to  every 
branch  of  industry,  have  not  only  alleviated,  but  greatly  equalized, 
the  conditions  of  labor.  Brute  force  is  dethroned ; educated  intelli- 
gence now  reigns  supreme.  Skill  counts  for  more  than  strength, 
brain  for  more  than  muscle.  In  these  days  mere  labor  is  mere 
servitude,  skilled  labor  has  everywhere  the  mastery.  Man 
power  outweighs  horse  power;  for  the  finger  of  a man  or  even 
of  a child,  can  direct  and  control  agencies  more  powerful  than  a 
thousand  horses.  In  the  same  way  the  complex  constitution  of 
modern  society,  in  its  manifold  organizations,  its  vast  corpora- 
tions and  associations,  while  it  diminishes  almost  to  nothing  the 
individual  unit,  aggrandizes  infinitely  the  power  of  the  individual 
factor ; for  now  the  brains  of  the  select  few  direct  and  control  the 
mighty  corporate  agencies  of  society.  The  “survival  of  the  fit- 
test”  is  transferred  from  a dogma  of  science  to  a fact  of  life ; and 
wre  realize  literally  the  principle  that  “the  battle  is  not  to  the 
strong,  nor  the  race  to  the  swift,”  but  to  the  intelligent,  the  alert, 
the  skillful.  To  trained  and  applied  mind  belongs  henceforth  the 
dominion  of  the  world.  The  ignorant  but  poetic  mythology  of 
the  ancients  placed  the  golden  age  in  a remote  past.  For  them 
the  actual  age  of  iron  was  found  in  servitude  to  the  hard  condi- 
tions of  unenlightened  labor.  For  us  the  age  of  gold  lies  in  an 
ever  near  but  ever  receding  future — grasped  to-day  by  each  new 
•achievement,  fleeting  to-morrow  before  each  new  possibility — the 
vision  only  of  unending  effort  and  aspiration.  But  our  age  of 
Iron — of  labor,  once  marked  only  by  the  swreat  of  the  brow — is 


14 


The  University  aiid  The  State 


now  exalted  and  illuminated  by  the  triumphs  of  mind.  Its  min- 
isters are  flames  of  fire.  Light,  heat,  electricity,  magnetism — the 
winds  of  the  air,  the  waves  of  the  sea,  the  sun  in  the  heavens — all 
the  subtle  and  potent  forces  of  nature — are  its  agents  and  its  mes- 
sengers. Science  is  its  servant,  and  art  its  handmaid.  Creation, 
that  had  so  long  “groaned  and  travailed  in  pain  for  deliverance,” 
now  stands  unfettered  and  obedient  at  the  service  of  man,  and 
mind  rules  supreme  over  matter — fulfilling  the  primal  promise 
that  gave  to  man  “dominion  over  all  the  earth.”  In  this  age 
then,  more  than  in  any  other,  no  people,  however  favorably  sit- 
uated or  endowed  by  nature,  may  dare  neglect  the  agencies  that 
make  for  intelligence,  for  skill  in  labor  or  in  direction,  for  wise 
economy,  or  for  high  and  enlightened  citizenship  in  any  depart- 
ment of  industrial,  social  or  political  activity,  from  the  lowest  to 
the  highest.  The  penalty  is  inferiority,  dependence,  poverty, 
humiliation ; for  in  the  relentless  race  of  modern  life  there  is  no 
quarter  for  the  conquered. 

For  this  great  work,  so  comprehensive  and  so  potent,  there 
is  but  one  agency  comprehensive  and  potent  enough,  and  that  is. 
the  State  itself.  To  educate  the  people  of  a State  for  the  manifold 
duties  and  offices  of  citizenship ; to  organize  and  control  a ma- 
chinery so  complicated  and  so  powerful ; to  guarantee  rights  and 
duties  so  universal  and  so  important,  no  other  agency  than  the 
State  itself — which  means  the  people — can  hold,  or  be  trusted 
with,  the  power.  It  is  true  that  in  some  communities,  under  his- 
torical conditions  which  no  longer  exist,  or  at  least  do  not  exist 
in  Tennessee,  great  institutions  of  education  have  grown  up  by 
private  munificence,  or  by  ecclesiastical  endowment.  To  these 
all  honor ! But  these  are  exceptional ; and  no  comprehensive 
system  has  ever  been  established  without  State  agency  and  con- 
trol. Independent  agencies  of  education,  private  or  corporate, 
denominational  or  other,  do  a noble  and  needed  work,  for  which 
all  aids  should  be  welcomed.  They  deserve  the  utmost  recogni- 
tion and  protection  from  the  State.  But  the  State  can  neither 
guarantee  nor  control  their  services.  Not  always,  even  with  the 
largest  endowment,  do  they  offer  a school  to  which  all  citizens, 
of  every  sect  or  section,  may  send  their  children,  without  sacrifice 
of  any  opinion  or  any  sentiment,  to  form  those  large  associations, 
and  learn  those  large  and  patriotic  sympathies,  which  are  so 
important  to  a generous  citizenship.  Still  less  can  they  excuse 


An  Address  by  Edward  S.  Joynes 


15 


the  State  from  its  fundamental  and  universal  duty — which  is  to 
secure  to  all  its  people,  as  part  of  their  primal  right  to  “life,  lib- 
erty and  the  pursuit  of  happiness,”  the  privilege,  and  so  far  as 
possible,  the  opportunity  of  the  highest  possible  training  for  all 
the  duties  of  the  citizen.  In  this  duty  the  State  can  admit  no 
substitute  and  recognize  no  rival.  Such  comprehensive  pro- 
vision for  education  by  the  State  has  become  the  settled  policy  of 
the  American  States — especially  of  all  the  newer  States ; and  sta- 
tistics already  quoted  prove  that  this  is  destined  to  become,  more 
and  more,  the  prevailing  policy  in  the  future.  As  our  country 
grows  in  civic  wisdom  and  in  wealth,  we  may  be  sure  that  the 
several  States  will  become  more  and  more  sensitive  to  this  great 
obligation. 

And  this  means  not  only  the  extension  and  strengthening  of 
primary  and  secondary  education  on  all  lines,  but  also  the  pro- 
vision of  University  education,  upon  the  very  broadest  and  high- 
est plane.  Nothing  less  than  the  broadest,  highest,  best,  will 
suffice  for  the  needs  of  a great  State  in  this  age.  No  second-rate 
performance  can  keep  pace  with  the  speed  of  modern  competi- 
tion ; no  farthing  candle  can  shine  in  the  bright  light  that  now 
beats  upon  the  world.  Consider  the  term  university — which  is 
but  a shorter  form  of  universality.  Its  meaning  is  as  high  and  as 
deep  as  the  powers  and  the  needs  of  man.  It  is  as  broad  as 
humanity — as  comprehensive  and  as  complex  as  human  society. 
Not  only  must  it  include  provision  for  the  industrial  and  practical 
arts  (which,  under  its  present  limited  endowment,  constitute  the 
“leading  objects”  of  this  institution) — but  equally  for  that  higher 
intellectual  and  spiritual  life  which  is  the  most  peculiar  life  of 
man,  made  in  the  image  of  God.  For  the  State  needs  thinkers  as 
well  as  doers ; organizers  as  well  as  workers ; lawgivers  and 
jurists  as  well  as  a law  abiding  people;  governors  and  statesmen 
as  well  as  plain  citizens ; refinement,  culture  and  art  as  well  as 
productive  industry ; food  and  raiment  for  the  immortal  soul,  as 
well  as  for  the  body  that  perisheth.  So  that  no  department  of 
study — language,  literature,  philosophy,  history,  politics,  art  or 
science,  in  theory  or  in  application — may  be  neglected  or  dwarfed 
in  any  modern  university  that  shall  be  worthy  of  the  name.  It 
must  include  “no  pent-up  Utica,”  but  “the  whole  unbounded 
Continent”  of  knowledge ; and  that  means,  of  investigation,  as 
well  as  of  teaching.  It  may  be  said,  that  such  institutions  are 


16 


The  University  and  the  State 


already  accessible  to  Tennesseans,  outside  of  Tennessee.  I an- 
swer, that  Tennessee  cannot  afford  to  accept,  or  to  tolerate,  such 
dependence.  It  is  well  enough  that  within  certain  limits  there 
should  be  free  trade  in  education,  especially  in  post-graduate  or 
special  studies,  for  special  individuals.  But  a great  State  like 
Tennessee  cannot  consent  that  her  children  should  be  compelled 
to  go  beyond  her  borders  for  any  training  needed  for  their  high- 
est efficiency,  or  her  own  best  service,  in  any  department  of  citi- 
zenship. Outside  of  mere  pecuniary  considerations,  the  loss  to 
the  individual  and  to  the  State,  from  the  expatriation  of  her  chil- 
dren during  the  most  impressible  and  potential  years  of  life,  is 
incalculable,  and  often  can  never  afterwards  be  made  good.  A 
State  which  has  so  lately  vindicated  before  the  world  her  proud 
boast  that  she  contains  within  herself  all  the  necessities  of  mate- 
rial prosperity  should  be  ashamed  to  confess  deficiency  in  the 
elements  of  the  higher  life  of  mind,  heart  and  soul. 

Such  humiliating  confession,  happily,  is  not — at  least  need 
not  be — necessary.  On  this  hill  is  an  historic  institution  which 
bears  already  the  name  of  the  State  University.  This  institution 
antedates  the  Statehood  of  Tennessee.  In  its  origin  it  is  con- 
nected with  her  noblest  traditions.  At  every  step  of  its  life,  in 
prosperity  or  in  disaster,  it  has  been  intimately  connected  with 
the  history  of  the  State.  As  Blount  College,  East  Tennessee 
College,  East  Tennessee  University,  and  finally  as  the  University 
of  Tennessee,  it  has  marked  the  epochs  of  its  own  life  by  its  more 
and  more  intimate  connection  with  the  name  and  with  the  legisla- 
tion of  Tennessee.  (1).  By  Tennessee  it  has  been  made  the  ben- 
eficiary of  the  general  government,  and  for  this  largess  it  has 
made  tenfold  return,  and  vindicated  alike  the  wisdom  of  Con- 
gress and  the  confidence  of  the  State  legislature.  (2).  To-day  it 
stands  here  and  proves  its  right  to  live.  By  its  work,  its  growth, 
its  tenacity  of  life  through  all  hardships,  its  present  condition  of 

(1) .  See  historical  authorities  already  cited.  Sanford’s  address 
(Blount  College  and  the  University  of  Tennessee)  is  especially  full  and 
clear  with  regard  to  all  legislative  transactions  affecting  whether  favora- 
bly or  unfavorably,  the  fortunes  of  this  institution. 

(2) ).  A distinguished  recent  writer  says:  “To  have  spent  the  adoles- 
cent years  in  making  acquaintance  with  the  great  spiritual  concerns  of 
humanity  under  teachers  and  in  buildings  provided  by  the  public,  is  to 
have  received  into  the  soul  the  germs  of  respect  for  social  order,  and  to 
have  become  inured  to  habits  of  grateful  and  reverential  thought  toward 
the  government  that  gives  this  precious  opportunity.” — Sam’l.  Thurber, 
in  Educational  Review,  May  1898. 


An  Address  by  Edward  S.  Joynes 


17 


activity,  prosperity  and  promise,  it  claims  its  title,  in  fact  as  in 
law,  to  the  proud  name  of  the  University  of  Tennessee.  Mean- 
time, whether  before  or  after  its  adoption  as  the  State  University 
— if  I am  correctly  informed,  and  I have  taken  great  pains  to  se- 
cure accuracy  of  statement — not  one  dollar  has  come  to  it  from 
Tennessee  herself,  and  this  great  State  holds  the  unique  position 
of  never  having  made  a single  appropriation  from  her  own  treas- 
ury to  her  State  University.  In  conferring  upon  the  University 
the  funds  coming  from  the  United  States,  the  State  has  claimed, 
very  properly,  the  right  to  exercise  control  and  to  impose  condi- 
tions; but  she  has  never  recognized  the  duty  of  supplementing 
these  funds  by  her  own  largess,  or  of  expanding  the  usefulness  of 
the  University  beyond  the  limits  possible  to  its  own  unaided  re- 
sources. Her  relation  has  been  that  of  a step-mother,  jealously 
administering  an  estate — or  rather  of  a god-mother,  who  gives 
only  a name.  To-day,  through  my  feeble  voice,  uttered  in  love 
and  in  sorrow,  this  child  of  her  youth  calls  to  the  mother  State : 
Here  I am ; look  upon  me ; I am  thine ; take  me ; own  me ; love 
me,  and  feed  me  with  the  milk  of  life  from  thine  own  rich  and 
overflowing  breast. 

For  the  creation  of  a great  State  University  for  Tennessee, 
such  as  this  age  demands,  no  new  foundation  is  needed.  The 
lines  are  here  all  laid  down.  The  work  is  already  begun,  and 
projected,  wisely  and  well,  so  far  as  limited  means  would  allow. 
All  that  is  needed  is  such  liberal  endowment  or  appropriation  as 
will  enable  this  institution  to  carry  forward  and  develop  its  actual 
work  on  a scale  commensurate  with  the  dignity  of  the  State,  and 
fairly  equal  to  that  of  other  great  State  Universities.  Moreover, 
with  reference  to  the  work  of  higher  education,  Tennessee  now 
occupies  a singularly  fortunate  position,  in  not  being  hampered 
by  any  embarrassing  historic  conditions.  In  the  interesting 
address  already  quoted,  on  “State  Aid  to  Higher  Education” 
before  the  Johns  Hopkins  University,  President  Adams  traces 
the  early  success  of  some  States,  in  the  development  of  higher 
education,  to  the  policy  of  concentration,  the  comparative  failure 
of  other  States  to  the  opposite  policy  of  subdivision ; and  I think 
his  argument  is  profoundly  true.  The  State  of  Virginia — a State 
less  populous  than  Tennessee,  and  a far  greater  sufferer  from 
the  war — in  her  appropriation  for  1897  (besides  $15,000  to  a col- 
ored school)  of  $135,000  to  the  higher  education,  divides  the 


18 


The  University  and  The  State 


amount  among  not  less  than  six  schools.  (1).  Hardly  any  Vir- 
ginia legislator  or  citizen  doubts  that  the  work  might  be  done 
more  economically,  and  quite  as  efficiently,  by  half  that  number 
or  less.  But  Virginia  finds  herself  confronted  by  these  historical 
conditions — and  when  were  Virginians  ever  recreant  to  any  obli- 
gation, of  the  present  or  of  the  past?  Now  Tennessee  stands  in 
this  respect  free  and  unfettered.  She  has  yet,  indeed,  to  make 
the  beginning,  and  this  she  may  do  with  a wise  regard  only  to 
actual  conditions,  yet  with  the  advantage  of  all  the  experience  of 
others.  There  is  no  department  of  higher  education,  appropriate 
to  the  State,  which  may  not  be  founded  and  developed  here,  or  of 
which,  indeed,  the  beginning  is  not  here  already  made.  For 
every  branch  of  theoretical  or  applied  science,  or  of  the  liberal 
arts,  or  of  the  secular  professions,  the  fruitful  germ  already  exists 
here,  in  full  vitality.  So  far  as  military  training  may  be  deemed 
necessary,  it  is  already  furnished  here.  Teacher  training  already 
exists,  in  special  and  inexpensive  courses,  and  may  be  indefinitely 
extended  without  injury  to,  or  even  competition  with,  the  schol- 
arships provided  in  the  Peabody  Normal  College  at  Nashville. 
The  co-education  of  the  sexes — coeval,  indeed,  with  the  earliest 
birth  of  the  institution — has  lately  been  re-established,  under 
most  happy  auspices.  The  feature  of  industrial  training  for 
women,  altogether  congenial  with  other  ‘heading  objects”  of  the 
institution,  has  been  wisely  added ; so  that  for  the  highest  practi- 
cal, as  well  as  theoretical  education  of  women,  Tennessee  could 
create  no  better  school  than  is  here  offered.  In  recognition  of 
the  growing  importance  of  this  feature,  a new  and  beautiful 
building  for  women  students  is  now  to  be  erected.  (2).  In  a 
word,  by  the  simple  and  unerring  evolution  of  natural  law,  under 

(1) .  These  institutions  are:  Medical  College  of  Virginia  (Richmond) 
$5,000;  University  of  Virginia,  $50,000;  Virginia  Military  Institute  $35  000; 
Virginia  Polytechnic  Institute  (Blacksburg)  $15,000;  William  and  Mary 
College  (Male  Normal,  Williamsburg)  $15,000;  Female  Normal  (Farm- 
ville)  $15,000  (besides  a special  appropriation  of  $2,500  for  buildings.) 
The  appropriations  for  1898  were  practically  the  same.  (See  Richmond 
Dispatch,  February  28,  1898.) 

(2) .  Since  this  was  written  I grieve  to  learn  that  the  building  must 
be  postponed,  for  want  of  means.  What  an  opportunity  for  the  Legis’a- 
ture  of  Tennessee  to  devote  its  first  appropriation  for  the  State  Univer- 
sity to  the  erection  and  equipment  of  a worthy  building  for  the  industrial 
training  of  women — an  object  to  which,  in  its  excellent  “Winthrop  Nor- 
mal and  Industrial  College,”  my  own  little  State  of  South  Carolina  has 
lately  given  over  $200,000,  and  is  still  giving  $30,000  a year. 


An  Address  by  Edward  S.  Joynes 


19 


the  actual  stress  of  progressive  conditions,  there  has  been  found- 
ed here,  and  consolidated  and  coordinated  into  one  harmonious 
institution,  the  beginning  at  least  of  everything  that  the  wisest 
statesmanship  could  now  devise,  as  necessary  for  a great  modern 
University.  It  only  needs  nurture  and  development  to  grow  into 
greatness.  An  annual  sum  less  than  Virginia  divides  among  six 
institutions,  or  less  than  a third  of  what  some  States,  less  popu- 
lous than  Tennessee,  now  give  to  a single  University,  added  to 
the  resources  already  here,  which  have  not  cost  the  State  one 
cent,  would  give  to  Tennessee  on  this  hill  an  institution  of  learn- 
ing equal  to  the  best,  and  worthy  of  her  noblest  ambition.  Can 
it  be  possible  that  this  great  and  powerful  State — so  rich  in  her 
resources,  so  justly  proud  of  her  possessions  and  her  achieve- 
ments— can  be  dead  to  the  plea  of  self-interest,  of  State  pride, 
and  of  duty  to  herself  and  her  children?  Not  for  the  University, 
but  for  herself— for  her  own  life  and  safety  and  prosperity — she 
should  stretch  forth  her  mighty  hand,  and  bid  it  live  and  grow, 
till  it  be  worthy  of  her  own  greatness  and  renown. 

My  Friends ; once  my  Fellow  Citizens  : 

In  closing  this  already  too  long  address,  looking  probably 
for  the  last  time  into  your  faces  and  upon  these  familiar  scenes, 
I cannot  help  remembering  again  that  I once  lived  in  Tennessee. 
In  part  in  Nashville,  in  part  in  Knoxville,  I passed  some  of  the 
happiest,  some  of  the  saddest,  some  of  the  busiest  years  of  my 
life,  of  which  memories  crowd  upon  me  too  many  and  too  deep 
for  utterance.  All  over  the  State,  outside  of  these  cities,  I have 
friends,  of  the  living  and  of  the  dead.  Among  the  latter  I must 
pause  to  mention  one,  honored  and  loved  by  many  besides  my- 
self— the  late  Leonidas  Trousdale,  alumnus  and  trustee  of  this 
University — my  friend,  co-worker  and  leader  in  common  labors 
for  public  education  all  over  this  State — noble  gentleman,  de- 
voted public  servant — peace  to  his  ashes ! My  own  child  and 
grandchildren  still  live  in  Tennessee,  and  my  heart  ever  turns 
with  fond  remembrance  to  the  home  of  my  younger  and  stronger 
days.  As  I consider  this  great  State;  as  I remember  the  jour- 
neys I have  made  up  and  down  her  spacious  borders,  to  speak 
for  education ; as  I study  upon  the  map  her  beautiful  configura- 
tion, and  think  of  her  vast  and  undeveloped  resources,  I am 
reminded  of  a fairy  tale  we  have  all  read  in  childhood.  A 


20 


The  University  and  The  State 


lovely  princess  was  sunk,  by  the  influence  of  a malign  fairy,  into 
a deep  sleep.  Her  officers  and  servants  all  fell  into  a like  slum- 
ber. Around  her  palace  grew  up  a hedge  of  bushes  and  thorns 
that  shut  it  from  the  world;  and  it  was  fated  that  she  should  so 
sleep  until,  after  a hundred  years, a beautiful  chosen  prince  should 
come,  and  call  her  and  her  palace  back  to  life.  Yet  even  in  her 
sleep,  the  story  says,  she  was  beautiful ; her  heaving  breast  gave 
signs  of  life,  the  bloom  of  youth  mantled  on  her  cheeks,  and  she 
grew  into  ever  more  lovely  womanhood ; but  still  she  slept  on,  till 
the  time  had  come.  So,  too,  it  seems  to  me,  lies  this  virgin  State 
— this  sleeping  beauty  of  Empire ! Her  feet  bathed  in  the  waters 
of  the  mighty  Mississippi — her  lovely  body  clasped  in  the  sinu- 
ous arms  of  the  Cumberland  and  the  Tennessee — her  head  pil- 
lowed where  the  morning  sunlight  kisses  the  summits  of  the 
Unaka  Mountains,  and  flashes  thence  over  this  glorious  valley, 
she  sleeps.  Yet  beautiful,  too,  in  her  sleep — her  bosom  heaving 
with  the  breath  of  unconscious  and  undeveloped  power,  her 
limbs  instinct  with  all  the  potent  forces  of  life — she  lies  dormant 
in  the  gorgeous  palace  of  ner  rich  inheritance,  while  around  her 
rankle  the  hedges  that  hide  her  glories  from  the  world.  She 
Sleeps:  the  hundred  years  are  past,  and  the  beautiful  prince  that 
shall  awake  her  is  not  yet  come.  But  he  is  coming.  His  herald 
trumpet  has  already  sounded  to  the  world  in  your  capital  city.  His 
approaching  footsteps  are  tipping  your  mountain-tops  with  light, 
deepening  your  valleys  with  richer  verdure,  touching  your  rip- 
pling streams  to  sweeter  music.  His  voice  is  heard  in  the  whir- 
ring wheels  of  industry,  in  the  scream  of  the  steam  engine,  in  the 
church  bell — in  every  note  that  sounds  the  march  of  progress  or 
of  hope  for  mankind.  His  name  is  ENLIGHTENMENT.  His 
watchword  is  EDUCATION — his  tabernacle  is  the  SCHOOL 
— his  palace,  the  UNIVERSITY.  He  is  coming ; and  when  he 
comes,  in  full  and  gracious  presence,  he  will  set  his  throne  on  this 
very  hill  where  we  now  are.  Let  him  come,  and  come  quickly. 
Let  him  rouse  this  Sleeping  Princess,  and  taking  the  crown  that 
has  so  long  awaited  her,  let  him  crown  Tennessee  the  Queen  that 
she  should  be,  and  shall  be,  if  she  will  hut  awake.  May  God  bless 
Tennessee;  and  through  the  awakened  heart  and  hand  of  Ten- 
nessee, may  God  bless  this  University. 


S.  8.  NEWMAN  & CO.,  PRINTERS  KNOXVILLE 


